Civics Should Be a Higher Priority, State Education Group Concludes

Social studies is a regular part of school for most American
students, but new survey results show that schools and state
governments could do more to help children learn how to participate
more fully in democracy.

That's the conclusion of two policy briefs released this month by
the Education Commission of the States. The Denver-based organization
works with state leaders on education policy and keeps tabs on a wide
range of related data.

The ECS found that 41 states have laws requiring students to learn
about government, civics, or citizenship. But only five states require
a high school exit exam in civics or related topics: Georgia,
Louisiana, Mississippi, New Mexico, and New York.

Twenty-eight states do not offer standardized tests in social
studies at all, and 37 states do not factor government or social
studies in school accountability ratings.

In short, many states aren't doing a lot of work to require that
students learn more about democratic government, how it actually works,
and their place in it. In response, the ECS calls for a rejuvenated
form of civics instruction under the name "citizenship education."

"We see civics as focusing mostly on content knowledge about how
government works and history and famous people or famous dates," said
Jeffery J. Miller, a policy analyst for the ECS and its National Center
for Learning and Citizenship.

By contrast, Mr. Miller said, "we see citizenship education as
taking a more active approach to learning civics and how to be a more
active citizen ... getting the kids out in the community, working on
real issues— working with adults."

To help guide state and local policymakers as they examine the rules
that shape civics instruction, the ECS has set up a database that
compiles information on state policies related to civics and social
studies and offers examples of state policy actions. The database went
online last week.

Hopeful Signs?

Despite spotty evidence that states have fostered better teaching in
civics and related courses, there is evidence that the issue is gaining
traction, Mr. Miller said.

West Virginia will require civics for graduation starting in 2005,
and five other states are developing high school end-of-course civics
exams for graduation: Alabama, Maryland, Ohio, Texas and Virginia.

The legislatures in Maine, New Hampshire and Rhode Island have
formed commissions to study civics education. Alabama formed such a
commission several years ago, and Maryland is considering adding an
end-of-course social studies test as a graduation requirement.

Colorado now has a partnership of organizations working to increase
youth participation in public life as a result of the civics graduation
requirement adopted this year. And the North Carolina Civic Education
Consortium this year released its first index of civics knowledge and
attitudes, which prompted state legislation requiring classroom
discussion of current events and giving student governments more
responsibility.

The ECS efforts follow other recent attention to civics education.
Two reports released earlier this year focused on state academic
standards in social studies.

"The Civic Mission of Schools," from the Carnegie Corporation of New
York and the Center for Information & Research on Civic Learning
and Engagement at the University of Maryland, advocated more study of
government and democracy via student projects. State standards in
social studies were the focus of a report from Boston University's
Center for School Improvement. ("Reports Examine Content of 'Civic'
Education," Teaching and Learning, Feb. 26, 2003.)

The ECS suggests that state policymakers look at their states'
standards for citizenship education and consider how much the subject
should be taught, and in which grades and classes. The group also
stresses that states should decide how important citizenship is
compared with other subjects, and how states can provide more training
for teachers in light of budget worries.

Student projects are one way schools can help teach young people
more thoughtfully about civic duties, said Scott Richardson, who
oversees education programs for Earth Force Inc. The nonprofit group,
based in Alexandria, Va., aims to engage young people in environmental
advocacy.

"The cliché we throw around is, don't just go clean up a park,"
Mr. Richardson said, offering an example of a citizenship education
program in action. "We really emphasize the policy and practice part,
because we want kids to make a change that has some sort of enduring
impact."

Vol. 23, Issue 12, Page 21

Published in Print: November 19, 2003, as Civics Should Be a Higher Priority, State Education Group Concludes

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